1. Peace, At Last which inevitably follow a breach of isolation among native americans are doomed NeighbouringAmerindians, in particular the matis among whom I have conducted http://www.korubo.com/AMAZONDOC/peace.htm

Peace, at last. Peace, alas. Reflections on Sydney Possuelo's attempt to contact the Korubo. by Philippe Erikson, University of Paris X-Nanterre (originally written in 1996 for National Geographic Online Will Sydney Possuelo's life-long dedication to the bloodless "pacification" of Brazilian Amerindians end tragically on the banks of the rio Itui, in the Javari basin ? Many in Brazil believe so. And indeed, the renowned sertanista and his team are putting their lives at stake in their attempt to contact the Korubo, locally known as caceteiros , "club-wielders" (from the French casse-tête , "club", literally "break-head"). The risks are great, considering how consistently the Korubo have been defending their territory against intruders ever since the late sixties. Trespassing in Korubo lands is dangerous. Numerous rubber-tappers, fishermen, hunters, loggers, and even ostensibly friendly employees of the Brazilian government's indian agency, Funai, have been killed, not to mention the scare - and sometimes scars - occasionnaly caused to missionaries, linguists or anthropopologists. Senhor Marinho dos Santos (one of Possuelo's field-assistants) reports that since 1966, local police files record at least 33 fatalities, with peaks in 1966-7, 1974-5, 1980-84, 1991-5. Possuelo and his team of Funai employees can be trusted to honor the sertanista 's noble motto: morrer se precisa for, matar, nunca

2. Archaeology At Crow Canyon: Education Internships programs in partnership with native americans and institutions Assistant Directorof Education, native American Issues Lew matis, BA, Fort Lewis College, 1968, http://www.crowcanyon.org/Jobs/intern_education.html

Crow Canyon offers yearly education internships. We are NOT currently accepting applications, however, the following information about our internship program is available for your reference. Check back here later this year for information about internship possibilities in 2004. EDUCATION INTERNSHIPS The Crow Canyon Archaeological Center's mission is to initiate and conduct archaeological research and public education programs in partnership with Native Americans and institutions with common interests. The Center is located in southwestern Colorado near the town of Cortez and close to Mesa Verde National Park. Last year, four interns were selected from a field of more than 50 applicants from all across the U.S. Our Web site ( www.crowcanyon.org ) contains more information about Crow Canyon. EDUCATION The Crow Canyon education department, using experiential education methods, engages learners of all ages in an inclusive and dynamic study of the human past. The staff works toward this goal by teaching about past and present cultures of the Southwest, investigating student learning, and communicating the Center's educational methods and theories to others. The work of the department is guided by a respect for Native American peoples and is conducted in collaboration with other communities. Archaeology, education, and applied anthropology provide the academic foundation for Crow Canyon programs.

3. Native American Indian Cultures From Mexico And South America, Hands Around The Introduction to native American Indian cultures from Mexico and South America including the Amazon basin. This site is an educational resource for these unique tribes and provides supplementary links. Marubo. Karaja. matis. Kayapo. Paumari Mr. Richardson's extensive study and work with the native americans in Brazil has provided much of the information on http://www.indian-cultures.com/

Native American Indian Cultures Indian Cultures from Mexico and South America Hands Around the World introduces unique Indian cultures from Mexico and various parts of South America, particularly the Amazon basin. We are rapidly becoming a global culture. Many of the Native American cultures, especially in North America, have been lost forever and are still honored only in myth and memory. Fortunately there are some Indian cultures that are relatively intact, especially in Amazonia. Hands Around the World feels that it is important to preserve the art, stories, myths, belief systems, details of day to day life, in short all aspects of Native American culture while we still can. This web site is an educational resource to introduce these unique indigenous tribes. We have provided web links to use as additional educational resources. We encourage you to browse this site to learn more about these interesting cultures. Contents Indian Cultures Search: Trip to visit traditional villages and shamans Native American Indian Crafts To Translate Links Mexican Indian Cultures States of Jalisco and Nayarit Huichol South American Indian Cultures Orinoco River Delta of Venezuela Amazon Rain Forest of Venezuela Amazon Rain Forest of Venezuela and Brazil Warao Guahibo Yanomamo Penare Ecuador - Columbia Piapoco Cofan Piaroa Yekuana Amazon Rain Forest of Brazil Matto Grosso / Xingu of Brazil Amapa / Para of Brazil Desana Assurini Satere-Maue Kampa ... Xerente Hands Around the World

4. Korubo much less strict than we are) and Bina (a matis whom Schemo the very naïve (and unwillinglyprejudiced) assumption that uncontacted native americans might be http://www.korubo.com/AMAZONDOC/erikson.htm

Recently-contacted Amerindians as depicted in the media. By Philippe Erikson, Ph.D., University of ParisX-Nanterre. Part I, review of Schemo, Diana Jean, 1999, "Last Tribal Battle", New York Times Magazine, october 31th As an anthropologist who has been working in the Javari basin for the past 16 years, I naturally pay very close attention to the literature regarding Sydney Possuelo's struggle in favor of Brazil's last uncontacted native peoples. I was therefore appalled to find that, of the numerous recently published papers featuring the recently contacted Korubo, one of the most misleading was published in the highly influential New York Times Magazine . This article, published on October 31, 1999, under the title "Last Tribal Battle", is gorged with errors, tarnished by ethnical stereotypes, and uncritically echoes some of the most biased arguments used by opponents of Possuelo's attempt at protecting isolated indigenous groups. Throughout her text, the author, Diana Jean Schemo, makes ill-informed statements about the Amazon and its first inhabitants, sometimes as gross as taking jaguars for leopards (p.75). The very first paragraph contains no less than three major factual mistakes : there are no rubber plantations in Acre (rubber is collected wild), there is no River called "Igarapé" (since

5. Archaeology At Crow Canyon: Research Internships and scholarship involving significant participation by students, the lay public,and native americans. Lew matis, BA, Fort Lewis College, 1968, Lab Educator. http://www.crowcanyon.org/Jobs/intern_research.html

Please note: we are currently accepting applications ONLY for Laboratory 3 and 4 internships. All other internships are closed. RESEARCH INTERNSHIPS Crow Canyon's intern program is listed in the Princeton Review's America's Top 100 Internships. (Closed) (Closed) (Closed) (Closed) (Open) Application deadline: April 30, 2003 Because we receive numerous applications for these internships, we ask that you do not contact us regarding your application during the review process. Successful applicants will be notified by phone, and letters or E-mails will be sent to all those who have applied. The Crow Canyon Archaeological Center's mission is to initiate and conduct archaeological research and public education programs in partnership with Native Americans and institutions with common interests. The Center is located in southwestern Colorado near the town of Cortez and close to Mesa Verde National Park. Our Web site ( www.crowcanyon.org

6. Landru.i-link-2.net/jtrees/text/Nations_of_new-world.txt United States) native HAWAIIANS native Hawai'ian World document text IndigenousNorth americans (Canada)- FIRST Pemon Marubo Matipu matis Matsé Mayoruna http://landru.i-link-2.net/jtrees/text/Nations_of_new-world.txt

"Indigenous Nations of Mexico" BELIZE Belizean Creole [mixed British (European) and former African slaves] Garifuna Belizean Mestizo [mixed Spanish and Mayan descent] Spanish Maya [Yucatec, Mopan and Kekchi] GUATEMALA - Guatemalan Mestizo [mixed Amerindian-Spanish or assimilated Amerindian - "Ladino" locally] "Guatemalan Indian" HONDURAS Honduran Mestizo [mixed Amerindian and European] 90% "Honduran Indian" 7% EL SALVADOR - Salvadorean Mestizo 90% "white" [European, Euro-American; etc.] 9% "Salvadorean Indian" 1% NICARAGUA - Nicaraguan Mestizo (mixed Amerindian and European) 69% "white" [European, Euro-American; etc.] 17% "black" [African descent] 9% "Nicaraguan Indian" 5% COSTA RICA "white" (includes both European/Euro-American descent and Costa Rican Mestizo [Euro-Indian mix] ) 94% "black" 3% "Costa Rican Indian" 1% PANAMA Panamanian Mestizo (mixed Amerindian and "white") 70% Amerindian and mixed (West Indian) 14% "white" [European/Euro-American descent] 10% "Panamanian Indian" 6% ******************* * SOUTH AMERICA- * ******************* COLOMBIA Colombian Mestizo 58% "white" [European/Euro-American descent] 20% "mulatto" [mixed European-African decent] 14% "black" [indigenous African descent] 4% mixed "black"-"Colombian Indian" 3% [85 indigenous groups] [73 language groups; ethnicities unconfirmed] Achagua Andoque Awa-Cuaiquer Barasana Bora Cabiyarí Cacua Camsá Carabayo Carapana Carijona Chimila Cocama-Cocamilla Cofán Cogui Cubeo Cuiba Curripaco Desano Emberá, Northern Emberá-Baudó Emberá-Catío Emberá-Chamí Emberá-Saija Emberá-Tadó Guahibo Guambiano Guanano Guayabero Huitoto, Mi+Ni+Ca Huitoto, Murui Hupdë Ica Inga Inga, Jungle Koreguaje Kuna, Border Macaguán Macuna Malayo Motilón Muinane Nhengatu Nukak Makú Ocaina Páez Palenquero Piapoco Piaroa Piratapuyo Playero Puinave Quichua, Lowland (Napo) Sáliba Siona Siriano Tanimuca-Retuarã Tariano Tatuyo Ticuna Tucano Tunebo, Angosturas Tunebo, Barro Negro Tunebo, Central Tunebo, Western Tuyuca Waimaha Wayuu Woun Meu Yarí Yucuna Yukpa Yuruti VENEZUELA - [68% Venezuelan Mestizo 21% European/Euro-American ancestry 10% "black" [indigenous African ancestry] 1% "Venezuelan Indian"]

7. Scholarships of the Interior, Bureau of Land Management, Contact John matis, BLM Education Officer beforeCongress as well as the interests of native americans and Alaskan http://www.menominee.edu/newcmn1/FinancialAid/Scholarships.htm

Scholarships Association on American Indian Affairs (AAIA), PO Box 268, Sisseton, SD 57262, or 245 Fifth Avenue, Suite 1801, New York, NY 10016-8728 Phone: 605-698-3998 or 212-689-8720 Email: aaia@tnics.com www.indian-affairs.org Bureau of Indian Affairs, Higher Education Grant Program Phone: 202-208-3478 Email: garrymartin@bia.gov Fellowship program provides funds to eligible Indian students to pursue a graduate degree. This program is available to students who are enrolled members of a federally recognized tribe that are enrolled in an accredited graduate school and pursuing a masters or doctorate degree full-time, in the U.S. This program is contracted to the American Indian Graduate Center (AIGC) located in Albuquerque, New Mexico. For further information, contact Norbert Hill, AIGC Director, at 505-881-4584 or Gary Martin, Office of Indian Education Programs at 202-208-3478. Scholarships are awarded to students who have been accepted to a nationally accredited institution of higher education, which provides a course of study conferring the Associates of Arts or Bachelor's degree. Students must be at least one-quarter degree Indian blood and demonstrate financial need as determined by the financial aid officer of the institution of higher learning. In 1999, 9,800 scholarships were awarded at an average of $3,000 per scholarship. Program provides assistance to eligible Indian adults to acquire the basic educational skills necessary to enable them to benefit from job training, and to continue their education to at least the level of completion of secondary school or equivalent certification. In 1999, approximately 10,000 American Indian adults participated in the Adult Education Programs. For further information contact Gary Martin at 202-208-3478 or email:

8. Acknowledgments, Archaeology Of Castle Rock Pueblo The Crow Canyon Archaeological Center's mission is to initiate and conduct archaeological research and public education programs in partnership with native americans and institutions with common interests. Thanks also to our native American advisory group for their Heath, Sara Kelly, Lew matis, Robert Wagner, Pam Wheat, Lakatos, Aleta Lawrence, Lew matis, Jamie Merewether, Scott Ortman, http://www.crowcanyon.org/researchreports/castlerock/text/crpw_acknow.htm

Acknowledgments The Castle Rock project and this publication would not have been possible without the support of many individuals and institutions. The publication of this report in electronic form represents a dramatic break with archaeology's long tradition of printed site reports. This new format was chosen in an effort to produce site reports that were more timely, accessible, useful, and economical. This pioneering effort demanded years of nearly blind faith on the part of our many supporters and a belief in our ability to succeed. This faith is sincerely appreciated and was, I hope, deserved. Partial funding for the production of this electronic site report was provided by a State Historical Fund grant from the Colorado Historical Society. The Society's recognition of the value of electronic publication is appreciated. Additional funding was provided by the Alden C. Hayes Research Fund, established in memory of long-time Crow Canyon supporter and former board member Al Hayes. Al was one of the Southwest's preeminent archaeologists, and his lifelong commitment to research and the publication of research results continues to serve as a model and an inspiration. An immense debt of gratitude is owed the many hundreds of students and adults who participated in Crow Canyon's research programs from 1990 through 1994. These people, working closely with Crow Canyon staff members, provided most of the field labor, assisted with the processing and analysis of field materials, and provided necessary funding for the project. They endured harsh digging conditions with enthusiasm, curiosity, and goodwill, and their contribution is deeply appreciated.

9. CERT - Council Of Energy Resource Tribes John matis, Bureau of Land Management, published by Kaleidoscope publishing TheCreation of this site is Funded by The Administration For native americans. http://www.certredearth.com/awardd.shtml

10. LBNL Currents -- August 4, 1995 who are underrepresented in scienceAfrican americans, Latinos, native americansand women. Kelly Lee Grazyna Odyniec Dan Magestro Howard matis Hugh Manini http://www.lbl.gov/Publications/Currents/Archive/Aug-4-1995.html

LBNL Currents August 4, 1995 Table of Contents New imaging technique gives first-ever look at water "crystals" Groundbreaking ceremonies for Human Genome Center Summer programs bring students, mentors together Ergonomics put to the test ... FleaMarket New imaging technique gives first-ever look at water "crystals" By Jeffery Kahn, JBKahn@lbl.gov At certain humidities, water condenses by first forming a one-atom-thick layer of room-temperature ice. That's just one of the remarkable new findings from researchers in the Materials Sciences Division (MSD) who have produced the first high-resolution microscopic images of water condensing and evaporating. Conventional scientific wisdom has long held that high-resolution images of liquid surfaces cannot be created. In defiance of this wisdom, however, an MSD team of Miquel Salmeron, Frank Ogletree, X.D. Xiao, and graduate student Jun Hu report have been able to create maps of liquid surfaces showing features as small as 200 angstroms, or two-hundred millionths of a meter. The key is a novel approach to the use of an Atomic Force Microscope (AFM). The researchers describe their technique, which they call polarization force microscopy, in a paper published in the journal

11. Currents -- October 21, 1994 hand to type Asian Pacific Islanders, African americans, Hispanics, and native americansduring the I encourage all americans to join H. matis, X5031, 5406718. http://www.lbl.gov/Publications/Currents/Archive/Oct-21-1994.html

Currents October 21, 1994 Ten LBL-industry collaborations receive Energy Research funds By Mike Wooldridge, MAWooldridge@lbl.gov Ten multi-year research collaborations between LBL scientists and private industry have been awarded a total of $2.3 million by DOE's Energy Research Laboratory Technology Transfer (ER-LTT) Program for fiscal year 1995. The projects could lead to, among other things, better flat panel displays for electronic devices, more efficient batteries for electric vehicles and new treatments for diabetes and obesity. The ER-LTT awards are part of an ongoing effort by DOE to transfer scientific breakthroughs from the national labs to the marketplace. The awards are types of Cooperative Research and Development Agreements (CRADAs), pacts between DOE and industry to jointly develop technologies with a high potential for commercial application. Since the passing of legislation in 1989 that permitted DOE to enter into cooperative research with industry, the Department has arranged more than 1,000 CRADAs. LBL signed 17 CRADAs in fiscal year 1993 and 27 in 1994, according to Bruce Davies in the LBL Technology Transfer Department. The following LBL projects were chosen by the LBL Technology Transfer Department, using a competitive merit review, for multi-year ER-LTT funding beginning in fiscal year 1995:

12. Cap. 16 - Juruá-Ucayali Translate this page Em native South americans (Patricia J. Lyon, org.). 1990. Les matis d'AmazonieParure du Corps, Identité Ethnique et Organisation Sociale. http://www.geocities.com/RainForest/Jungle/6885/ias12-19/16juruca.htm

Capítulo 16 Julio Cezar Melatti Modificado em junho de 2002 Mapa da área População pano População ... “Página do Melatti” Esta área foi traçada de modo a abranger a maior parte dos índios da família lingüística pano. Não foi possível incluir todos: ficaram de fora os parquenauas ou nauas da área Extremo Sudoeste da Amazônia, os majurunas da área Alto Amazonas, os chácobos, pacauaras e caxararis da área Alto Madeira. Por outro lado nela ficaram incluídos representantes de grupos não-panos mais numerosos em outras áreas: da família catuquina (canamari, tsohom djapá) da área Juruá-Purus, aruaque (campas, piros) da área Extremo Sudoeste Amazônico. Vamo-nos concentrar aqui nos panos, deixando os índios de outras famílias lingüísticas para serem tratados nas referidas outras áreas. As sociedades falantes de línguas panos apresentam muitas seme­lhanças entre si e, num tipo de gênero hoje raro na literatura antropológica, Philippe Erikson (1993) nos oferece um sugestivo panorama geral das mesmas. Como é de se esperar, entretanto, há diferenças, sobretudo no que tange à organi­zação social, entre aquelas instaladas à margem de um grande rio, como é o caso do médio Ucayali, e as sediadas nos altos cursos, portanto nas partes menos caudalosas, de rios como o Juruá e o Javari, e em seus afluentes. Além, disso, talvez também se possa distingui-las no que tange ao contato com os brancos: as do médio Ucayali têm conta­to, inclusive com missões, desde o período colonial; as dos altos cursos do Juruá e Javari foram duramente afetadas pelo "boom" da borracha há um século; e, ainda nas bacias destes mesmos rios, há grupos que só iniciaram (ou retoma­ram) contato nos últimos cincoenta anos.

13. Piankeshaw Trails Educational Park could include experts in living history, archaeloogy, environmental science, history,and native americans. a firepit inside Frame 2. A door matis needed on http://www.geocities.com/piankeshawtrailspark/goals.htm

PIANKESHAW TRAILS EDUCATIONAL PARK GOALS 2002 To preserve the local heritage and recreate the cultures that reflect that heritage through a variety of educational programs and projects for students and the general public. Methods include a hands-on interdisciplinary approach. Most of the activities will be involving the use of authentically recreated tools, clothing, art, and structures as well as other appropriate materials. These are to be used by both adult and student volunteer and paid staff - in educational presentations at the park (field trips) and in enrichment programs- outreach presentations - at other educational facilities including schools, youth organizations, etc. This facility should be viewed as an extension of the educational system for schools in the region. BR> Outdoor classrooms provide a 3-dimensional reality to what is taught in the classroom. PTEP wants to tie the past to the present by subtle presentation of words, terms and ideas in today's modern culture adapted from the past. We want students to feel that they are linked very much to the past and that there are many lessons to be gleaned from past cultures that we are beginning to understand today as valuable in our everyday lives. Taking some lessons from the sprawling Conner Prairie Living History Center, we hope to present a top notch authentic program both on site and in the outreach presentations and educational kits that will be offered in the loan program. PTEP is being put together to offer a unique variety of outdoor educational opportunities for students in a 20 county area surrounding Bloomington and Greene County. Primary targets include the 8 counties which are adjacent to Greene County but includes those further out but within a 2 hour bus drive to the site. We also want to work with other historical and cultural organizations in Greene County and the surrrounding counties to help in the promotion of such facilities in our region.

14. INDIOS DA AMERICA DO SUL 16 - JURUÁ-UCAYALI Translate this page Em native South americans (Patricia J. Lyon, org.). 1990. Les matis d’AmazonieParure du Corps, Identité Ethnique et Organisation Sociale. http://orbita.starmedia.com/~i.n.d.i.o.s/ias/ias12-19/16juruca.htm

var logDomain = "starmedia"; var logChannel = "paginaspersonales"; var logPath = "otros"; Site Línguas Indígenas Brasileiras , de Renato Nicolai knewman@altavista.net Capítulo 16 JURUÁ-UCAYALI por Julio Cezar Melatti Revisto em 31-3-97 Mapa da área População pano População não-pano Notas e abreviaturas ... Seções marubos Voltar ao Sumário de Índios da América do Sul Esta área foi traçada de modo a abranger a maior parte dos índios da família lingüística pano. Não foi possível incluir todos: ficaram de fora os parquenauas ou nauas da área Extremo Sudoeste da Amazônia, os majurunas da área Alto Amazonas, os chácobos, pacauaras e caxararis da área Alto Madeira. Por outro lado nela ficaram incluídos representantes de grupos não-panos mais numerosos em outras áreas: da família catuquina (canamari, tsohom djapá) da área Juruá-Purus, aruaque (campas, piros) da área Extremo Sudoeste Amazônico. Vamo-nos concentrar aqui nos panos, deixando os índios de outras famílias lingüísticas para serem tratados nas referidas outras áreas. As sociedades falantes de línguas panos apresentam muitas seme­lhanças entre si e, num tipo de gênero hoje raro na literatura antropológica, Philippe Erikson (1993) nos oferece um sugestivo panorama geral das mesmas. Como é de se esperar, entretanto, há diferenças, sobretudo no que tange à organi­zação social, entre aquelas instaladas à margem de um grande rio, como é o caso do médio Ucayali, e as sediadas nos altos cursos, portanto nas partes menos caudalosas, de rios como o Juruá e o Javari, e em seus afluentes. Além, disso, talvez também se possa distingui-las no que tange ao contato com os brancos: as do médio Ucayali têm conta­to, inclusive com missões, desde o período colonial; as dos altos cursos do Juruá e Javari foram duramente afetadas pelo "boom" da borracha há um século; e, ainda nas bacias destes mesmos rios, há grupos que só iniciaram (ou retoma­ram) contato nos últimos cincoenta anos.

15. St. Jude Parish, Indianapolis, IN - June 16, 2002 Bulletin 500 pm, Stephanie Schnell, Alex Swhear, Andy matis. they stop here every year ontheir way to North Dakota where they do service projects for native americans. http://www.stjudeindy.org/docs/bulletin/2002-06-16.asp

5353 McFarland Road, Indianapolis, IN 46227 Schedule About Us Mission Prayer Line ... Home June 16, 2002 Readings for June 23rd: First Reading: Jer 20:10-13 Second Reading: Rom 5:12-15 Gospel: Mt 10:26-33 TREASURE Weekly Collection June 9, 2002 Envelopes Loose Children Thanks For Weekly Budget Needed Many thanks to all of our fathers, grandfathers, stepfathers, godfathers, foster fathers, and fathers to be for all you do! God Bless You! St. Jude Youth 50/50 In the June 9th 50/50 drawing, account #4377 could have won $734.50. Support parish youth activities, use your 50/50 envelopes! Women’s Prayer Group: There will be a Women’s Prayer Group on Wednesday, June 26th at 7:00pm in the Hospitality Room. Please call Cathy Matis at 862-9599 or Cindy Ford at 786-8807 with questions or for more information. Rosary: There will be an evening rosary on Wednesday, June 19th at 6:15pm in the Church. Please call Mary Ann Evans at 783-1445 with any prayer requests or for more information. It is a quiet time of devotion. We ask the Blessed Mother to pray to our Lord for all of us. Please join us!

16. Tattoo History Some 120 matis currently inhabit the forest, living in two settlements along a WhenEuropeans first arrived in the new world, they found native americans as a http://www.faerielandbodyart.com/html/body_tattoo_history.html

T Tattooing has been existent in North America since before the time of Christ, but it wasn’t until the Europeans began exploring the American continent that a written and visual record began to exist of tattooing among indigenous tribes. In America, a tribe known as the Mississippians lived in the lower MississippiValley around the year 700 A.D. and artifacts discovered in that area show what appears to be tattoos on jars made in the form of human faces. Scratches on the chin, checks and forehead suggest tattooing. The warriors of the Tarascan Indians of west-central Mexico painted their bodies red and black and were heavily tattooed. Tattoos can be placed anywhere on the body except on the palms of the hands and soles of the feet where the skin does not adequately retain the ink. In primitive cultures the size, location and choice of symbol or design as well as the ceremonial rite performed before or during the actual tattooing procedure has a major significance to the specific meaning of the tattoo. Generally primitive people believe that the spirit is an exact replica of the physical body. This allows you to use the proper tattoos as a rite of passage in the spirit world. The people of Borneo, especially the Kayans, believe that not only will their tattoos get them into the proper spirit world but could also be used as a further qualification for obtaining certain profitable jobs in the afterlife. This belief is common in primitive cultures where it is believed that if you do not posses the proper body markings (tattoos, scars, brands...) then you will not be recognized by your ancestors and therefore not admitted into the spirit world.

17. LB01 Laurie Heikkila and Craig matis Laurel. the ways technology has been incorporatedinto interdisciplinary units on world geography, native americans, space and http://oais.columbusacademy.org/NewFiles/LS PresentationsFinal.htm

ohio association of independent schools October 19, 2001 Conference Independent Schools: Perspectives, Practices and Possibilities Cincinnati, Ohio Lower School Presentations Back to Index Please note: LB Sessions 10:45-11:45 am; LC Sessions: 12:45-1:45 pm Color Coding Curriculum Rubrics: Achieving Age-Appropriate Cognitive Processing Balance From numerous studies and subsequent substantiated data, educators have fairly solid evidence that the human brain most positively develops through phases that respond positively, or negatively, to fairly specific cognitive processes. An example: abstract thinking on a metacognitive level is especially difficult for the young learner (K-3). There is fantasy and there is reality for this age group. There is very limited understanding of analogy. Certain processes can easily be overlooked in the excitement of writing a totally new curriculum. An example: "memory skills". Some uses of simple rote memorization are very useful and later benefit the student in such endeavors as test taking. How can the teacher be certain that he/she has included enough material to address this process? Color coding the basic identifiable cognitive processes gives the teacher a quick "eye gulp" reference to achieve a positive age appropriate balance throughout his/her curriculum. Dale Peterson Lake Ridge Academy Walking the Talk: Translating Values into Action "The Miami Valley School actively promotes the development of each student’s character within the context of a caring community." To support this philosophy statement we have designed a multifaceted program to help students internalize and utilize practices that support character development. Our presentation will include an overview of: leadership education through athletic development, effective communication and problem solving, and community building.

18. Untitled As Erikson (ibid. 1313) reveals concerning the matis, this doubt can even be behaviour,or the desire for it, appears not to be limited to native americans. http://www.abdn.ac.uk/chags9/1passes.htm

Alan Passes Hello, Goodbye, I love you - 'Access rituals' and the practice of Amazonian conviviality (CIASE) - apasses@beeb.net Abstract Introduction As a form of interactive behaviour, greetings are a virtually universal phenomenon. 'Virtually universal' does not mean that some human beings lack the natural ability to greet but, rather, that there exist culturally specific proscriptions against doing so among certain classes of people, e.g. between men and women in some Arab societies (Antoun, cited in Goffman 1972: 93). Farewells, on the other hand, appear not to be so culturally prevalent. Nor, when they do occur, do they tend to be as elaborated as greetings (Erikson 2000: 118, 121-2, 131; Goffman 1972: 79), though again there are exceptions (Goffman, ibid.: 83, 85-91). The category 'greetings' is a wide one, ranging from the mandatory and formal to the spontaneous and informal; from the asymmetric, involving displays of submission and allegiance and expressive of rank and power(lessness), to the symmetric, associated with equal power relations; and from an act between strangers to one between familiars. The greeting act itself is commonly described as ritualistic. For Monod Becquelin and Erikson (2000: 17-18), greetings are to be classified, along with gossip, insults and quarrels, as 'micro-rituals', the interpersonal verbal genres which occupy a middle ground between the 'stereotypical' everyday (spontaneous, performative) and the clearly ritualistic (prescriptive, collective) - spheres that in the Amerindian context are often not so much contiguous as fused to the point where a formal distinction between them becomes untenable.

19. Ancestry Surnames Index- Ietto To Mytton Lyon also Schloetzer, Harper, matis, Royce, Garden, Shay, Shaynu, Winston, Poinier Roarkand others; seeking info about Melungeons, native americans and Black http://www.inmemoryofthem.com/page5.html

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20. Who We Are Tribal Fire Department current Class grade is a 10 the lowest possible. (p. 42,matis.Davies). National grad rate for native peoples, 66%. All americans, 75%. http://www.socialpreservation.org/stats.html

Demographics, Statistics Snapshots* *Full statistics and analysis available upon request: General Narrative General Demographics Economics ... Sources Target Recipient Summary (The Northern Cheyenne) General Demographics The Northern Cheyenne Indian Reservation is located in southeastern Montana within the counties of Big Horn and Rosebud. The reservation is bounded on the east by the Tongue River and on the west by the Crow Reservation. The terrain varies from low, grass- covered hills to high, steep outcroppings and narrow valleys covered with ponderosa pine. Elevations range from 3,000 to 5,000 feet. The reservation covers about 450,000 acres, making it one of the smallest reservations in Montana. Over recent years, the Northern Cheyenne Tribe has successfully pursued a program to consolidate allotted holdings, purchase non-Indian holdings, and transfer non-Indian-held leases to tribal members. As a result, the tribe controls approximately 97% of the reservation. Needs Data The following data paints a frightening picture of pending cultural and social extinction for the Cheyenne people from a variety of external and internal forces. The information is broken down into three categories of need and thus, focus: economic environmental educational . These three categories encompass every aspect of need to be addressed by NCSPP. Northern Cheyenne Reservation General Demographics 2000 Census Total Population on the Reservation Total Population 1990 Census Of the Total: 2000 Estimate

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